研究目的本研究旨在驗證自我調適學習（SRL）的多層次機制是否與分析數據所反映的影響模式相一致，並檢驗此機制是否能中介經濟、社會和文化地位（ESCS）對數學表現的影響。研究設計／方法／取徑本研究採用澳門學生能力國際評估計劃（PISA）2012 的數據進行分析，澳門全部45 所中學及超過98% 的15 歲學生參加了此次測試。此外，本研究根據社會認知理論建構分析模型，並採用層階線性模式對SRL 的兩個層面（即動機信念及先驗內容知識的激活）進行分析。研究發現或結論學生層次的數據分析結果顯示，SRL 中介變量有三，分別是數學自我效能感、數學內在動機和數學概念熟悉度。考慮到學校ESCS引起的同儕效應，跨學校至學生層次的分析方面，本研究發現數學自我效能感可中介學校ESCS 對學生數學表現的校間影響。研究原創性／價值性本研究的意義在於，針對學校數學課程引入並實現學生動機和認知方面的自我調適，學生之間因ESCS 的差異所造成的數學表現差距可被收窄；因此教育工作者在提升教育質量的同時，也能為ESCS方面處於劣勢的學生改善教育公平狀況。PurposeThis study seeks to verify if the multilevel mechanisms of selfregulated learning (SRL) processes are consistent with the analyzed data and test whether the mechanisms are mediating the effects of economic, social and cultural status (ESCS) on mathematics performance.Design/methodology/approachThis study draws its data from Macao-China’s Programme for International Student Assessment (PISA) 2012 study. Macao-China conducted the census of 45 schools and across those schools more than 98% of 15-year-old Macao-China students have participated in this study. Based on social cognitive theories, two aspects of SRL (motivational beliefs and prior content knowledge activation) are examined by using Hierarchical Linear Modeling.FindingsAt the student level of data analysis, the three SRL variables: Mathematics self-efficacy, mathematics intrinsic motivation, and familiarity with mathematical concepts are the mediating variables. Across school to student level where peer effects arise from school ESCS composition, mathematics self-efficacy is able to mediate the between-level effect of school ESCS composition on student mathematics performance.Originality/valueThe significance of this study is that ESCS-performance gap in mathematics amongst students can be narrowed down by introducing student’s regulation of motivation and cognition into the school’s mathematics curriculum. The promotion of the educational quality can be done in tandem with the improvement of educational equity for ESCS-disadvantaged students.